WO2016118119A1 - Documents éducatifs personnalisés - Google Patents

Documents éducatifs personnalisés Download PDF

Info

Publication number
WO2016118119A1
WO2016118119A1 PCT/US2015/012068 US2015012068W WO2016118119A1 WO 2016118119 A1 WO2016118119 A1 WO 2016118119A1 US 2015012068 W US2015012068 W US 2015012068W WO 2016118119 A1 WO2016118119 A1 WO 2016118119A1
Authority
WO
WIPO (PCT)
Prior art keywords
attention span
educational
student user
custom
document
Prior art date
Application number
PCT/US2015/012068
Other languages
English (en)
Inventor
Udi Chatow
Georgia Koutrika
Lei Liu
Original Assignee
Hewlett-Packard Development Company, L. P.
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Hewlett-Packard Development Company, L. P. filed Critical Hewlett-Packard Development Company, L. P.
Priority to PCT/US2015/012068 priority Critical patent/WO2016118119A1/fr
Priority to US15/545,024 priority patent/US20180005539A1/en
Publication of WO2016118119A1 publication Critical patent/WO2016118119A1/fr

Links

Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G09B5/12—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations different stations being capable of presenting different information simultaneously
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G—PHYSICS
    • G06—COMPUTING; CALCULATING OR COUNTING
    • G06F—ELECTRIC DIGITAL DATA PROCESSING
    • G06F16/00—Information retrieval; Database structures therefor; File system structures therefor
    • G06F16/90—Details of database functions independent of the retrieved data types
    • G06F16/93—Document management systems
    • G06F16/94—Hypermedia
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/02—Electrically-operated educational appliances with visual presentation of the material to be studied, e.g. using film strip
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B5/00—Electrically-operated educational appliances
    • G09B5/08—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations
    • G09B5/12—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations different stations being capable of presenting different information simultaneously
    • G09B5/125—Electrically-operated educational appliances providing for individual presentation of information to a plurality of student stations different stations being capable of presenting different information simultaneously the stations being mobile
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B7/00—Electrically-operated teaching apparatus or devices working with questions and answers

Definitions

  • Educational content can be presented to student users in various media and formats.
  • educational content can be presented in the form of printed media that includes text, images, diagrams, and the like.
  • some educational material can be presented as passive or interactive mu!timedia content that can include not only text and images, but also video, animations, guided activities, and the like.
  • Such interactive multimedia content can be provided in the form electronic data rendered by a computing device (e.g., laptop computer, a tablet computer, smartphone, etc.).
  • a computing device e.g., laptop computer, a tablet computer, smartphone, etc.
  • Such educational content is generally referred to as electronic media or content.
  • Some educational materials pair printed media with electronic media to provide a more interactive or immersive learning experience.
  • textual content either hardcopies or electronic copies
  • links e.g., hyperlinks, URLs, or QR codes
  • Such hybrid educational materials are useful for addressing the educational needs of different types of learners.
  • HG. 1 illustrates an example of a hybrid educational content.
  • [00043 f ⁇ G- 2 illustrates an example of printed hybrid educational document with custom section lengths of educational content text and intervention point content, according to the present disclosure.
  • FIG. 3 illustrates an example of electronic hybrid educational document with custom section lengths of educational content text
  • FIG. 4 is a schematic of an example hybrid learning customizer system for generating student user specific customized hybrid educational documents.
  • t0007J ⁇ G. 5 depicts an example data flow for generating student user specific customized hybrid educational documents.
  • FIG. 6 depicts example standardized attention span profiles and student user attention span profile records.
  • FIG. 7 is a flowchart of an example method for generating student user specific customized hybrid educational content, according to the present disclosure.
  • a student user attention span profile can be generated based on various student user specific input data.
  • the term "student user” is used to refer to any user who can use the educational documents to learn about a particular topic or academic subject.
  • a student user attention span profile can be based on a self-reported estimate of the student user's attention span, in other examples, the student user attention span profile may aiso be based on, or take into account, an instructor-reported assessment of the student user's attention span, and/or analysis of results from an attention span test completed by the student user. For example, a student user may self-report that his or her attention span while reading a particular subject (e.g. science, history, sociai science, etc.) is approximately 10 minutes. The student user's instructor (e.g. teacher, tutor, professor, etc.) ma report that that particular student user ' s attention span is five minutes for the particular subject. Implementations of the present disclosure can also include reading comprehension and retention tests specifically designed to analyze the particular student user's attention span for reading text in the particular subject.
  • a particular subject e.g. science, history, sociai science, etc.
  • the student user's instructor e.g. teacher, tutor, professor, etc.
  • the student user attention span profile can include any or all of the raw or processed student user attention span
  • the student user attention span profile can include information that various implementations can use to generate custom hybrid educational material.
  • a student user attention span profile may reference a standard or average grade level attention span profile that includes an attention span time and other reading characteristics (e.g. third grade students when reading at approximately 60 words per minute typically have 5 to 7 minutes of effective reading attention span while reading history text books).
  • the standard grade level attention span profile can then be altered based on other information in the student user attention span profile. For example, a particular student user may read slower than is average for their grade level or age bracket, in such cases, the reading characteristics relating to the reading speed can be altered to determine reading sections in the resulting hybrid educational document that a particular student user will be able to complete within the time frame of the associated attention span,
  • hybrid educational documents such as educational document 100 depicted in FIG. 1 may include a combination content types.
  • educational document 100 may include educational content text 140.
  • Such educational content text 140 can include detailed written descriptions or explanations of specific subject matter.
  • the educational content text 140 may include a detailed account of historical events in a history text book, or instruction as to how to use mathematical functions to solve a scientific problem.
  • Hybrid educational document 100 may include physical documents (e.g., printed pages or books) or electronic documents (e.g., visual renderings based on computer readable code or files).
  • the hybrid educational document 100 may also include various intervention points 150.
  • intervention point 150 can include any combination of activity text, discussion text, test text, and the like, that promotes interactivity with the subject matter of the educational content text 140.
  • the activity text may ask the student user to analyze or apply the subject matter discussed in the preceding educational content text 140.
  • the intervention point 150 can include test or quiz questions that the student user can attempt to answer based on their understanding or comprehension of the educational content text 140,
  • the intervention point 150 may also include indications of supplemental electronic material 110 accessible to the student user through various types of computing devices 120,
  • the intervention point 150 can include an optical code 157, such as a QR code, a barcode, a watermark that is readable by a computing devices 120, Based on the interpretation of the optical code 157, a computing device 120 can access local or remotely stored (e.g., webpages) supplemental electronic materials 110,
  • the intervention point 50 can include a link 155,
  • link 150 can include a printed representation of a file address or universal resource identifier (URL) that a student user can input into a computing dev ce 120 to access the supplemental electronic material 110.
  • URL universal resource identifier
  • the supplemental electronic material 110 can include any combination of interactive or passive multimedia content.
  • the supplemental electronic material may include a text-based or video- based quiz to evaluate the student users comprehension of the educational content text 140
  • the supplemental electronic material 110 may also include multimedia games, videos, or instructions for performing an activity to reinforce or reiterate the subject matter or concepts described in the educational content text 140, Such intervention points are helpful for refocusing or recapturing the student users attention after reading some portion of the entirety of the educational contents text 140.
  • hybrid educational documents such as the educational document 100 described in reference to FIG, 1 above, can be effective tools for teaching student users various types of subject matter, not ail student users can or will internalize the subject matter of the educational content text 140 in the same way.
  • the attention span capabilities of individual student users or groups of student users can vary. For example, one student user may have an attention span long enough to be able to read very long sections of educational content text 140 with good comprehension and retention. On the other hand, another student user may have a much shorter attention span. Accordingly the student user with the shorter attention span may have difficulty internalizing subject matter presented in long sections of educational content text.
  • implementations of the present disclosure can include generating custom hybrid educational documents with educational content text sections of varying lengths specific to a particular student user or group of student users.
  • FIG. 2 depicts a printed customized hybrid educational document 101 , according to various implementations of the present disclosure.
  • the customized printed hybrid educational document 101 can include multiple sections 141 of the educational content text 140.
  • the length 145 of the sections 141 can vary based on the attention span profile for a particular student user.
  • the length 145 of a particular section 141 can also vary based on the reading capabilities (e.g. , the student user's word per minute reading speed) and/or the difficulty of the writing style (e.g., reading level) or subject matter presented in the educational content text 140.
  • the specific variable section length 145 of a section 141 of educational content text 140 can be determined based on the amount of text or subject matter that a particular student user can read, comprehend, and/or retain within that student user's associated attention span.
  • the content of the intervention point 150 may also be based on the attention span and other academic characteristics of the specific student user for whom the printed customized hybrid educational document 101 is generated. For example, a particular student user may be identified as being a visual learner who learns best using visual representations, graphics, images, video, and the like. For such a student, the intervention point 150 may include activity text, or an optica! code 157 or a link 155 to supplemental educational material with appropriate visual learning content. For example, the activity text may instruct the student user to illustrate an aspect or concept from the preceding section 141 of educational content text 140.
  • the optical code 157 or link 155 may be associated with a video or animation that offers an additional explanation or a reinforcing summary of the concepts discussed in the educational content text 140 in preceding section 141.
  • the activity text of the intervention point 150 may instruct them to discuss the content of the educational content text 140 with another student, while the optical code 157 and/or link 155 may be associated with audio content (e.g., the recording of a lecture,
  • the intervention point 150 may also include mechanisms for evaluating the student user's comprehension and retention of the section 141 of the educational content text 140 with the corresponding length 145.
  • the intervention point 150 can include an interactive test specifically designed to evaluate how well the student user understood and internalized the subject matter of the preceding section 141 of the educational content text 140.
  • Various implementations of the present disclosure can use the results of the tests in the intervention points 150 to further refine the variables section lengths 145 of subsequent sections 141 of educational content text 140. For example, if the test results indicate that the student user is easily grasping and retaining the subject matter of the previous section 141 of a particular length 145, then subsequent educational content text 140 may be presented in sections 141 of corresponding longer lengths 145. in contrast, if the test results indicate that the student user's attention span is waning before the end of the preceding section 141 , the length 145 of subsequent sections 141 may be shortened.
  • Various implementations of the present disclosure may also Include varying the frequency and/or type of intervention points 150 among sections 141 of the educational content text 140.
  • the frequency and/or type of activities or content included in the intervention points 150 can he based on the attention span and/or other academic characteristics of a particular student user.
  • FIG. 3 depicts an electronic version of a customized hybrid educational document 103 viewed on a computing device 120, such as tablet computer 120- 2.
  • the customized hybrid educational document 103 can be rendered on a display device of the computing device 120.
  • the educationai content text data, supplemental material data, and the layout of the educationai content text and/or the associated supplemental material 110 can be included in a computer readable file accessible to the computing device 120.
  • the computing device 120 may also render controls, such as slider bar 300, for navigating the sections 141 of the educationai content text 140 and intervention points 150.
  • the supplemental material 110 can be embedded directiy into the
  • multimedia material such as video, audio, interactive activities, and the like can be presented to the student use directly within the intervention point 150 region.
  • multimedia material for the supplemental material 110 can launch in a separate window or frame rendered In supehmposition or separately from the depiction of the electronic customized hybrid educational document 103,
  • a video of an animation with explanations that reinforce or reiterate the concepts introduced In the preceding section 141 of the educational content text 140 can be displayed within the confines of intervention point 150 or in a new browser window
  • electronic data or files that the computing device 120 uses to render the supplemental material 110 can be stored locally in a volatile or nonvolatile storage device in the computing device 120 (e.g. on a hard drive, solid- state drive, flash memory, etc.) or remotely on a server computer or website ⁇ not shown).
  • FIG. 4 is a schematic representation of a hybrid learning customizer system 400 for generating custom hybrid educational documents, according to examples of the presen disclosure.
  • the hybrid learning customizer 400 can be implemented as a combination of software and hardware in one or more computing devices.
  • a hybrid learning customizer 400 can be implemented as computer executable code stored in a volatile or nonvolatile memory In a server computer.
  • the hybrid learning customizer 400 can be impiemented in an instance of a virtuai server computer in a cloud computing environment.
  • the hybrid learning customizer 400, and any of its component functionality can be embodied as computer executable code tha include instructions, that when executed by a processor in a computing system, cause the processer to be configured to perform the functionality described herein.
  • hybrid learning customizer 400 can include various components.
  • the hybrid learning customizer 400 can include an attention span profile generator 410, a custom document generator 420, and a learning assessor 430.
  • the functionality of the hybrid learning customizer 400 and its components are discussed in more detail below in reference to the schematics and data flows depicted in FIG. 4 and FIG. 5.
  • the attention span profile generator 410 can receive input regarding the actual or expected academic capabilities and/or attention span of a particular student user. For example, the attention span profile generator 410 can receive information reported by the student user or an instructor associated wit the student user regarding the student user's attention span.
  • the attention span of a particular student user can be classified or scored in terms of the amount of time (e.g . the number of minutes) that a student user can effectively read educational content with some threshold level of retention and comprehension of the subject matter contained In educational content text.
  • the attention span for a particular student user can also be associated with a particular academic subject Fo example, the attention span for one particuiar student user may be longer for educational subject matter pertaining to history than it is for educational subject matter related to physical or life sciences.
  • the particuiar student user may be associated with multiple attention spans corresponding to their level of interest or academic prowess in a particular academic subject.
  • the attention span profile generator 410 can also analyze test results administered to the student user to determine an attention span.
  • the attention span profile generator 410 can include or access attention span assessment tests and provide them to the client device. Using a client device 120, the student user can access the tests. The student user can complete the tests while logged onto the hybrid learning customizer 400 (e.g., web-based testing) and/or download the attention span assessment test complete the test offline, and then later logon to the hybrid learning customizer 400 to upload the results of the test.
  • the hybrid learning customizer 400 e.g., web-based testing
  • an attention span can be associated with a particular academic subject, such that the attention span for a particular student user for one subject may differ from an attention span for that same student user in another subject.
  • the attention span assessment tests can be associated with or pertain to a particular academic subject.
  • the student user can selec or the attention span profile generator 410 can determine a particular attention span assessment test based on the academic subject matter of the hybrid educational content document to be generated. For example, if the subject matter of the hybrid educational document to be customized includes educational content text regarding mathematics, then the attention span profile generator 410, the student user, or the student user's instructor can select an attention span assessment test specifically designed to determine the attention span of a student user while reading mathematical educational text.
  • the attention span profile generator 410 can generate the attention span profile 440.
  • the attention span profile 440 can include information regarding a particular student user's attention span for reading educational content text in various specific subjects.
  • the attention span profile 440 can include a duration of time that the student user can be expected to effectively concentrate on the educational content text.
  • the attention span profile 440 can include data regarding the student user's expected understanding, comprehension, and/or retention of the subject matter presented in the educational content text as a function of time.
  • the attention span of a particular student user associate with a particular subject can be determined as the time point or time range at which the level of
  • the attention span profile 440 may aiso include other academic characteristics of the student user, such as reading speed, grade level, age, indications of actual or potential learning disabilities, and the like.
  • the custom document generator 420 can generate a custom conventional or hybrid educational document 441 that includes educational content from another source, such as a textbook.
  • the educational documents can include sections 141 of educational content text 140 having variable lengths 145 determined for the particular student user.
  • the lengths 145 of sections 141 can be compiled to include the correct amount of educational content text that the student user can be expected to be able to complete within a range of time approximately equal to an expected attention span in the attention span profile.
  • the learning assessor 440 can then provide the custom educational document 441 to a student user through the network 450 (e.g., a LAN, VViLAN, WAN, the Internet etc) and the client device 120.
  • the custom educational document 4 1 can include electronic custom educational documents 445.
  • Client device 120 can either render the received custom educational document 445 or cause an integrated or external printer device (not shown) to generat a hard copy of the custom educational document 445.
  • the student user can use the custom educational document 400 by reading the sections 141 of the educational content text 140 and/or actively or passively using the text or supplemental electronic material in the intervention points 150.
  • the client device 120 can return student user input/feedback 447 through the network 450 to the hybrid learning customizer 400.
  • the supplemental materials 110 can include interactive activities that generate comprehension and/or retention results corresponding to the preceding section 141 of educational content text 140, Such interactive activities can include multiple choice tests, games, and the like, the results of which can foe interpreted or analyzed to determin how well the student user understood the educational content text 140 in the preceding section 141.In some
  • the student user input/feedback 447 can include test or quiz results resulting from the use of the supplemental materials 110 of the custom educational document 445.
  • the learning assessor 430 can analyze the custom educational document 441 in view of the student user input/feedback 447 to generate student user learning experience feedback information 443, Thus, if the student user is determined to have had difficulty comprehending and/or retaining the educational materia! of the educational content text 140 in a section 141 having a length 145, then the attention span profile generator 410 can update th attention span profile 440 for that particular student user. For example, the attention span profile generator 410 can reduce the length of the attention span in which the student use can be expected to effectively comprehend or retain the subject matter in the educational content text 140, As a consequence, the custom document generato 420 can reduce the length 145 of the sections 141 in the subsequent editions, versions, sections, or session of the updated custom educational document 441.
  • the attention span profile generator 410 can increase the time period of the attention span for the student user in the updated attention span profile 440. Accordingly, the custom document generator 420 can increase the length 145 of the sections 141 in the updated custom educational document 441.
  • FIG. 5 depicts a detailed view of the data flow 500 among the various student users and components of the hybrid learning customizer system 400. As described in reference to FIG. 4, each student user 501 can input a self-reported student user assessment 503 into the attention span profile generator 410.
  • a student user 501 can use a client device 120 to access the hybrid learning customizer 400 through network 450.
  • the hybrid learning customizer 400 may be hosted on a Web server accessible to the client device 120 through the network 450.
  • the Web server may include functionality for providing a webpage to the client device 120 through which the student user 501 can create or access a student user account and input self- reported attention span scores, grade level, academic capabilities, academic subject interests, academic subject strengths and weaknesses, learning disabilities, and the like
  • the attention span profile generator 410 may also include functionality for administering or providing testing materials to a student use 501 for assessing the student user's attention span. The results of the testing materials can be used by the attention span assessor as one input in determining the attention span profile 440.
  • an instructor user 507 may also access the hybrid learning customizer 400 to input corresponding instructor-reported assessments 505 of student user attention spans for the student users 501.
  • the instructor user 507 may be the teacher for a classroom of student users 501.
  • the instructor-reported attention span assessments 505 can include information that the instructor user 507 determined by evaluating the academic performance or reading attention spans of each of the individual student users 501.
  • the instructor-reported attention span assessments 505 ca override or augment the information provided in the self-reported student user assessments 505. Accordingly, instructor user 507 can correct or audit information reported by the student users 501 in their corresponding self-reported student user attention span assessments 503.
  • the self-reported attention span assessments 503 and the instructor- reported attention span assessments 505 can be stored in student user specific student user records 413.
  • the attention span assessor 41 1 can reference the student use records 413 to generate an initial or updated attention span profile 440 for a specific student user 501.
  • the attention span assessor 41 1 may also reference standardized attention span profiles 415.
  • the standardized attention span profiles 415 may include average or expected attention span profiles for a student user 501 based on genera! characteristics of the student user.
  • the standardized attention span profiles 415 may include base level or minimum attention spar? based on the student user's grade level and/or age.
  • the standardized attention span profiles can include layout specifications (e.g., text section lengths, and intervention point frequency, etc.) and supplemental educational content associated with specific attention span categories, attention span times, subject matter, or learning style.
  • the attention span assessor 411 can then augment the standardized attention span profiles 415 based on the instructor-reported assessment 503, the self- reported student user assessments 503 ; and/or testing results to generate an attention span profile specific to a particular student user 501 .
  • the attention span profile 440 can then be sent to the custom document generator 420.
  • the custom document generator 420 can access original educational content 423 and supplemental material 425.
  • the original educational content 423 can include electronic copies of textbooks, lesson books, literature, periodicals, reference books, and the like.
  • the custom document generator 420 can generate sections 141 of variable length 145 of the original educational content 423 to generate a custom educational document 441 for the particular student user 501.
  • the custom document generator 420 may also intersperse intervention points 150 among the sections 141 that include various types of supplemental educational material 110,
  • a custom educational document 441 can be provided to the specitic student user 501 for whom it was created.
  • custom educational document 441-1 a printed or electronic version, can be provided to student user 501-1 to use.
  • the learning assessor 430 Based on the performance of student user 501-1 in comprehending and/or retaining the original educational content 423 from the custom educational document 441-1 , the learning assessor 430 can generate the student user learning experience feedback 443.
  • the custom hybrid educational document includes electronic supplemental material accessible using a computing device 120
  • Such information can be included in fhe student user learning experience feedback 443..
  • the computing device 20 can determine the time a student user 501 finishes one intervention point 150 and the time that same student user 501 begins the next intervention point 150. This elapsed time between the end time of one intervention point 150 and the start time of the subsequent intervention point 150 can be interpreted by the computing device 120 and/or the learning assessor 430 as fhe time it took the student user 501 to read the intervening section 141 of the educational content text 140.
  • the time the student user took to read the intervening section 141 can then be compared to the time that the student user 501 was expected to take. Based on the caparison, the computing device 120 or the learning assessor 430 can evaluate the student user's attention span and/or reading speed. For example, if the student demonstrates good comprehension and retention based on a faster than expected reading time of intervening section 141 , then the learning assessor 430 can determine that the student user's reading speed has increased with no loss of attention.
  • the learning assessor 430 can determine that the time between successive intervention points 150 is longer than expected for a particular student use 150 and the demonstrated comprehension and/or retention is poor, in such scenarios, the information included in the student user learning experience feedback 443 can indicate a decrease in reading speed and a loss of attention.
  • the learning assessor 430 can also analyze test results to generate student use learning experience feedback 443.1 ⁇ evaluate the overall performance of the student user 501 with respect to a particular educational content text 140 (e.g., a text book or education lesson plan), in whole or in part, the learning assessor 430 can evaluate tests given to the student user 501 after various periods of time after the student user 501 completes th some or all of the sections 141. For example, learning assessor 430 can give the student user 501 an exam or quiz that includes some number of questions (e.g., 10 questions) immediately (e.g., approximately 5 minutes) after completing some number of sections 141.
  • some number of questions e.g. 10 questions
  • the learning assessor 430 can then give the student user 501 another exam or quiz at a later time (e.g., 45 minutes) after completing the sections 141 with questions covering sections 141 earlier and later in the educational content text 140.
  • the sequence and difficulty of the questions can be randomized.
  • the learning assessor 430 can determine the length of attention span for this student in the subject matter of the educational content text 140. For instance, a good grade for the questions relating to the first half of the educational content text 140 and deteriorating results for the later part of the educational content text 140 can indicate specific educational strengths and weaknesses relating to comprehension and retention.
  • the learning assessor 430 can analyze or average the test results across several educational content text 140 sets.
  • the analysis of the test results can be included in the student user learning experience feedback 443.
  • the raw and/or the analyzed test results can be included in the student user learning experience feedback 443.
  • the attention span assessor 411 can use student user learning experience feedback 443 to update the student user attention span profile 440-1 in the student user records 413 corresponding to student user 501 -1 .
  • the attention span assessor 41 1 can update an attention span time in the student user attention span profile 440-1 corresponding to a subject matter type associated with the custom educational document 441-1.
  • the custom document generator 420 can then generate an updated version of the custom educational document 441-1 in response to the updated student user attention span profile 440-1.
  • FIG. 8 depicts examples of standardized attention span profiles 415 and student user records 413.
  • a standardized attention span profile 415 can indude an identifier, such as attention span category 810 or an attention span time 81 , associated with layout specifications 612, and identifiers supplemental educational content 813.
  • Student user records 413 can include a student user identifier 620 associated with an initial assessment score 621 , an attention span category 622, and, optionally, a feedback score 623.
  • the initial assessment score 621 can include reported attention span assessments, such as self-reported and instructor-reported attention span assessment scores. In some examples, the initial assessment score 621 can also include test results.
  • the attention span assessor 41 1 ca generate the attention span category 822.
  • the attention span category 622 can be used to reference a corresponding
  • Student user records 413 can also Include feedback scores 623, Such feedback score can be based on test performance or feedback received directly from the student user 501 .
  • the attention span profile 440 generated by the attention span assessor 41 1 can be augmented based on the feedback score 623. For example, if the feedback score 623 is +5 minutes, then the length 145 of the sections 141 of the educational content 140 can h increased to account for the additional five minutes of attention span for the student user 501. On the other hand, if the feedback score 823 is negative, for example -5 minutes, then the length 145 of the sections 141 can be decreased to account for the diminished attention span of the student user 501 while reading the
  • FIG. 7 is a flowchart of a method 700 for providing student user specific custom hybrid educational documents.
  • method 700 can include box 710, in which the computing system implementing the functionality of the hybrid learning customizer 400, can determine the user attention span for a particular student user.
  • the attention span can be determined as a period of time based on subjective and objective attention span data associated with the student user.
  • Subjective attention span data can include self-reported and instructor-reported attention span times.
  • Objective attention span data may include test results.
  • hybrid learning customizer 400 can generate a custom educational document.
  • the custom educational document can include a combination and a specific layout of sections 141 of the
  • the custom educational document can also include intervention points 150 interspersed according to the layout.
  • the intervention points can include supplemental material (e.g., printed text and/or electronic multimedia content).
  • hybrid learning customizer 400 can optionally evaluate the student user's experience using the custom educational document. Evaluation of the student user experience can include analysis of the student user's Interaction with the supplemental material 1 10 in the intervention points 150, The hybrid learning customizer 400 can then use the evaluation of the student user's experience to update the student user attention span, at box 710. Then, again at box 720, the hybrid learning customizer 400 can use the updated the student user attention span to generate an updated custom educational document. This process can continue until the student user has read some predetermined portion of the original educational content text.

Abstract

L'invention concerne des exemples de mise en œuvre pouvant être utilisés pour produire des documents éducatifs hybrides personnalisés spécifiques à un utilisateur étudiant. Ces mises en œuvre comprennent des systèmes, des procédés et des dispositifs destinés à déterminer un profil de durée d'attention associé à un utilisateur étudiant particulier et à produire un document éducatif personnalisé en réponse au profil de durée d'attention. Un retour d'informations et des résultats de test de l'utilisateur étudiant déterminés à partir de l'utilisation du document éducatif personnalisé peuvent être évalués pour une actualisation du profil de durée d'attention de l'utilisateur étudiant. La durée d'attention d'utilisateur étudiant actualisée peut ensuite être utilisée pour une actualisation du document éducatif personnalisé.
PCT/US2015/012068 2015-01-20 2015-01-20 Documents éducatifs personnalisés WO2016118119A1 (fr)

Priority Applications (2)

Application Number Priority Date Filing Date Title
PCT/US2015/012068 WO2016118119A1 (fr) 2015-01-20 2015-01-20 Documents éducatifs personnalisés
US15/545,024 US20180005539A1 (en) 2015-01-20 2015-01-20 Custom educational documents

Applications Claiming Priority (1)

Application Number Priority Date Filing Date Title
PCT/US2015/012068 WO2016118119A1 (fr) 2015-01-20 2015-01-20 Documents éducatifs personnalisés

Publications (1)

Publication Number Publication Date
WO2016118119A1 true WO2016118119A1 (fr) 2016-07-28

Family

ID=56417499

Family Applications (1)

Application Number Title Priority Date Filing Date
PCT/US2015/012068 WO2016118119A1 (fr) 2015-01-20 2015-01-20 Documents éducatifs personnalisés

Country Status (2)

Country Link
US (1) US20180005539A1 (fr)
WO (1) WO2016118119A1 (fr)

Families Citing this family (6)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20170193620A1 (en) * 2014-05-30 2017-07-06 Hewlett-Packard Development Company, L.P Associate a learner and learning content
ZA201804860B (en) * 2018-04-06 2022-03-30 Extramarks Education India Pvt Ltd A method and system for dynamic content generation and assessment
US11164473B2 (en) 2019-02-18 2021-11-02 International Business Machines Corporation Generating probing questions to test attention to automated educational materials
US11380214B2 (en) * 2019-02-19 2022-07-05 International Business Machines Corporation Memory retention enhancement for electronic text
US20210264808A1 (en) * 2020-02-20 2021-08-26 International Business Machines Corporation Ad-hoc training injection based on user activity and upskilling segmentation
WO2024006154A1 (fr) * 2022-06-28 2024-01-04 HonorEd Technologies, Inc. Modélisation de compréhension, et recommandations de contenu étudiant obtenu à partir de l'ia

Citations (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20050039121A1 (en) * 2000-01-14 2005-02-17 Cleveland Dianna L. Method and apparatus for preparing customized reading material
US8175511B1 (en) * 2005-06-08 2012-05-08 Globalenglish Corporation Techniques for intelligent network-based teaching
KR20120097098A (ko) * 2011-02-24 2012-09-03 주식회사 메디오피아테크 생체 감성 지표 및 상황 정보로부터 생성된 학습 감성 지표에 기반하여 사용자의 학습 효과를 향상시키기 위한 유비쿼터스-러닝용 학습 효과 향상 장치
KR20130082839A (ko) * 2011-12-20 2013-07-22 두산동아 주식회사 사용자 맞춤형 콘텐츠 제공 장치 및 그 방법
US20140051053A1 (en) * 2010-03-18 2014-02-20 Ohm Technologies Llc Method and Apparatus for Brain Development Training Using Eye Tracking

Family Cites Families (21)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US7793213B2 (en) * 2000-06-01 2010-09-07 About, Inc. Method and apparatus for delivering customized information according to a user's profile
WO2002031800A1 (fr) * 2000-10-11 2002-04-18 Katzenbach Partners Llc Systeme et procede d'evaluation
AU2002255679A1 (en) * 2001-03-02 2002-09-19 Breakthrough To Literacy, Inc. Adaptive instructional process and system to facilitate oral and written language comprehension
EP1377955A2 (fr) * 2001-03-15 2004-01-07 International Business Machines Corporation Procede et systeme permettant d'acceder a des informations ou a des services multimedia interactifs a partir de documents en braille
ES2885435T3 (es) * 2001-04-30 2021-12-13 Activemap Llc Mapa interactivo presentado electrónicamente
US7085707B2 (en) * 2002-04-25 2006-08-01 International Business Machines Corporation Foreign language teaching tool
US7035439B2 (en) * 2003-07-30 2006-04-25 Xerox Corporation System and method for measuring and quantizing document quality
US20060166174A1 (en) * 2005-01-21 2006-07-27 Rowe T P Predictive artificial intelligence and pedagogical agent modeling in the cognitive imprinting of knowledge and skill domains
US20080059523A1 (en) * 2006-08-29 2008-03-06 Michael Aaron Schmidt Systems and methods of matching requirements and standards in employment-related environments
US8782043B2 (en) * 2007-07-10 2014-07-15 Nbc Universal, Inc. Multi-sided media viewer and technique for media association
US9626875B2 (en) * 2007-08-01 2017-04-18 Time To Know Ltd. System, device, and method of adaptive teaching and learning
US8875167B2 (en) * 2009-09-21 2014-10-28 Mobitv, Inc. Implicit mechanism for determining user response to media
US10490096B2 (en) * 2011-07-01 2019-11-26 Peter Floyd Sorenson Learner interaction monitoring system
WO2014085910A1 (fr) * 2012-12-04 2014-06-12 Interaxon Inc. Système et procédé d'amélioration de contenu au moyen de données d'état du cerveau
US20140272908A1 (en) * 2013-03-15 2014-09-18 SinguLearn, Inc Dynamic learning system and method
US20160343263A9 (en) * 2013-05-03 2016-11-24 Samsung Electronics Co., Ltd. Computing system with learning platform mechanism and method of operation thereof
US20150072330A1 (en) * 2013-09-06 2015-03-12 Knowledge Initiatives LLC Electronic textbook
US20150170538A1 (en) * 2013-12-13 2015-06-18 Koninklijke Philips N.V. System and method for adapting the delivery of information to patients
US20150325132A1 (en) * 2014-05-07 2015-11-12 KINEDU, S.A.P.I. de C.V. Method and system of activity selection for early childhood development
US10460407B2 (en) * 2014-05-20 2019-10-29 Jessica Robinson Systems and methods for providing communication services
US10007406B1 (en) * 2014-11-24 2018-06-26 Evernote Corporation Adaptive writing interface

Patent Citations (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US20050039121A1 (en) * 2000-01-14 2005-02-17 Cleveland Dianna L. Method and apparatus for preparing customized reading material
US8175511B1 (en) * 2005-06-08 2012-05-08 Globalenglish Corporation Techniques for intelligent network-based teaching
US20140051053A1 (en) * 2010-03-18 2014-02-20 Ohm Technologies Llc Method and Apparatus for Brain Development Training Using Eye Tracking
KR20120097098A (ko) * 2011-02-24 2012-09-03 주식회사 메디오피아테크 생체 감성 지표 및 상황 정보로부터 생성된 학습 감성 지표에 기반하여 사용자의 학습 효과를 향상시키기 위한 유비쿼터스-러닝용 학습 효과 향상 장치
KR20130082839A (ko) * 2011-12-20 2013-07-22 두산동아 주식회사 사용자 맞춤형 콘텐츠 제공 장치 및 그 방법

Also Published As

Publication number Publication date
US20180005539A1 (en) 2018-01-04

Similar Documents

Publication Publication Date Title
Piper et al. Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya
Kibler et al. Transformational opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States
Mestre Matching up learning styles with learning objects: What's effective?
Anderson et al. TPACK in special education: Preservice teacher decision making while integrating iPads into instruction
De Grez et al. The differential impact of observational learning and practice-based learning on the development of oral presentation skills in higher education
US20180005539A1 (en) Custom educational documents
van der Meij et al. The effects of reviews in video tutorials
US20100003659A1 (en) Computer-implemented learning method and apparatus
Hatsidimitris et al. Guided self-management of transient information in animations through pacing and sequencing strategies
Jiménez et al. Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read
Hashim et al. E-Reader apps and reading engagement: A descriptive case study
Ali Mansoor et al. English language teaching through a short story: A technique for improving students’ vocabulary retrieving
Ness Learning from K-5 teachers who think aloud
Gobel et al. Implementing a year-long reading while listening program for Japanese University EFL students
Slebodnik et al. Creating online tutorials at your libraries: Software choices and practical implications
Aljojo et al. Arabic Alphabetic Puzzle Game Using Eye Tracking and Chatbot for Dyslexia.
Handayani et al. The potential of online writing tools for EFL university students during the Covid-19 Pandemic
Ritonga et al. Engagement in On-line Language Assessment: are test-taking skills, self-assessment, resilience, and autonomy critical?
Alsofyani Examining EFL learners’ reading comprehension: The impact of metacognitive strategies discussion and collaborative learning within multimedia e-book dialogic environments
Watters et al. Multimedia resources to bridge the praxis gap: Modeling practice in elementary science education
Rapchak Is your tutorial pretty or pretty useless? Creating effective tutorials with the principles of multimedia learning
Warner et al. Technical communication coaching: A strategy for instilling reader usability assurance in online course material development
US20170116871A1 (en) Systems and methods for automated tailored methodology-driven instruction
Nesbitt Student evaluation of CALL tools during the design process
Yusnimar Autonomous learning and teacher guidance: Towards the improvement of EFL students’ prepared talk in speaking practice

Legal Events

Date Code Title Description
121 Ep: the epo has been informed by wipo that ep was designated in this application

Ref document number: 15879153

Country of ref document: EP

Kind code of ref document: A1

WWE Wipo information: entry into national phase

Ref document number: 15545024

Country of ref document: US

NENP Non-entry into the national phase

Ref country code: DE

122 Ep: pct application non-entry in european phase

Ref document number: 15879153

Country of ref document: EP

Kind code of ref document: A1